EXTRA STUDENT’S WORKSHEETS 3

PROJECT EXPEDITIONS

Class / Name of your team:
Members of your expedition team / Number(s) of the task(s) they have done
1
2
3
4

Total group score: 1. /10 2. /10 3. /10 4. /10 5. /10 6. /10 total: /60

Introduction

For the next few lessons you will be working independently and/or in your small groups. You will work on the tasks or assignments from the Student’s Worksheets and work on Expeditions as a topic.

You will be tested on vocabulary and content of the articles. You will be asked to work on computers, make choices about how you are going to divide up the work, how you will do your tasks and how you will pass on the information to the other members of your group so that they will be prepared for the tests as well.

You can ask your teacher for advice on where to find material, how to divide up the tasks, how to find the meaning, translation or pronunciation of expressions. When you have done all the tasks, hand in one completed Extra Student’s Worksheets for the four of you. When your teacher has given it back with his/her marks, look back on how well you worked (together) by doing an evaluation at the end.

Good luck!

Materials you will use

-Use an on-line dictionary < and grammar http://www.edufind.com/english/grammar/subidx.cfm>

-Look for additional material (articles, video and audio tapes) on an expedition of your choice.

Aims

-You can read, skim and scan, process data and retrieve information

-You can report on and assess written or spoken information in the media

-You canextend your vocabulary on the main topic: expeditions

-You can express your opinion in writing and speech.

-You canwork independently

-You canwork in a group

-You canwork with dictionaries on the computer

Instructions

-Do the 6 tasks.

-Write two tests for other students (true/false, fill in, look and link, quiz, dictation, multiple choice). Each test should have 5 items.

Timing

Your teacher will tell you how many lessons you will get for doing the tasks and preparing for your tests.

Procedure

It is important to spend twenty minutes on planning while filling in the Action Plan:

-which expedition shall we discuss? Choose one exciting expedition that you heard of. Your teacher can help you choose.

-who will do what?

-how much time will you spend on each task?

-how will you study the articles?

e.g. One of you could do the class talk, one could draw up tests, another one could look up the words and explain their meaning to the others, each of you could do one or two tasks. Present your work to the others and correct each other.

Action Plan

What to do? / Time needed / What do you need? / What exactly do you do? / Who will do the task? / Done
example
Word Charton Expeditions / 40’ / - article
- online dictionary
- computer / - highlight the difficult words from the article
- look up the words in an online dictionary
- complete the grid / Jannes and Niklaas / 
Task 1
Word Chart on Expeditions
Task 2
Task 3
Task 4
Task 5
Task 6

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TASK 1: WORD CHART (EXPEDITIONS)

word / pronun. / part of
speech / sample sentence / symbol / translation / related words
Example:
gravity / [ æ ] / noun / It is great to ‘swim’ around in low gravity. / / zwaartekracht
gravité / anti-gravity
low gravity
centre of gravity

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TASK 2: DISCUSSING A SONG (LISTENING AND WRITING)

Instruction: find a song with lyrics concerning expeditions on earth or in space.

1. Title of the song and name of the band/singer + short biography:
2. Mood:
3. Rhymes (e.g. away/stay):
4. The verse that I like the most (and why):
5. Message of the song
6. Vocabulary
7. While you listen, copy some lyrics or verses below:

Vera Lucia Menezes

TASK 3: READING AN ARTICLE (READING AND WRITING)

Instruction:You can use any article on expeditions.

Name of the article: ……………………………. Where did you get it from? ………………..

1. Look at the title: what do you think the text is going to be about?
2. Read through the text once quickly. Don't look up any words unless you can't understand something important. What was the main thing the writer wanted to say? Write one sentence below summarizing the content of the text:
3. Now read through each paragraph more slowly and carefully. Write a title for each paragraph.
4. Look at your answer to question 1. Were you right? If not, write a title that would give a better idea of the text.
5. Now write three or four sentences summarizing the text:
6. Make a note of new words or expressions in the text that you like. Write your own sentences using these words or expressions.

TASK 4: DESCRIBING A WEB SITE (READING and WRITING)

Instruction: visit one of the sites on an expeditionof your choice and fill in this grid.

Web site name: / URL:
Date visited: / Your name:
Give a brief description of the site:
Was the web site kept up to date? / What level of learner do you think it is suitable for:  elementary
 intermediate
 advanced
How useful did you find the site? / And how interesting?
Did it have links to other useful sites/pages? / Describe the visuals.
Would you recommend this site to other learners? Why/why not?
Useful new language (words/expressions/collocations) that you saw:

TASK 5: LOOKING UP INFORMATION ON THE INTERNET

Instruction:Choose an expedition from the magazine or one you have heard of. Find a site on that expedition and complete the grid.

Chart of the expedition
Name of the expedition:
Who, where they were from:
When and where:
Aims:
What they took with them:
Means of transport:
Main difficulties:
This is what they could have found useful:
Would you have taken part in this expedition? Why (not)?

TASK 6: CLASS TALK (SPEAKING)

Instruction: here are some suggestions for class talks. Use the school’s library to help you prepare.You could use the information from task 5 for your speech.

-Keep your talk short, 2-3 minutes, maximum 5 minutes.

-Read about your subject and make a page or two of notes. Next reduce these notes to headings or keywords which you may refer to during your talk.

-Speak to your audience directly. Don't read aloud from a prepared text. Look at your audience, not only at the teacher.

-Write the title of your subject on the blackboard at the beginning. You may want to write key words and phrases if they are new to your audience.

-If you have any pictures or diagrams they will add to the interest of the talk. Show them on slides.

-Don't confuse your audience with too many details like facts and figures that don't mean anything to them, names they have never heard of.

-Try to sound interested in your talk. Say why you chose it and why it interests you.

-If you can make your audience laugh or smile near the beginning of your talk it will relax them and more importantly, will relax you.

-Take particular care over the beginning and ending of your talk. Don't let your talk just 'fizzle out'.

-Remember this good advice on public speaking "First tell them what you are going to say, then say it, and then tell them what you have said."

Why not record your speech and listen to it as a way of preparation.

REFLECTION: HOW DID I WORK IN THIS GROUP?

Aims:Looking at how you work in a group and thinking about improving your participation.

Instructions: Work individually and complete the form. Read each statement below and tick the right score.

0. not at all 1. not much really 2. a bit 3. a reasonable amount 4. yes, quite a lot 5. yes a lot

Statements
/ Scores
0 / 1 / 2 / 3 / 4 / 5
I contributed a lot in this activity.
I listened to everyone in my group.
I encouraged other group members to participate (by asking questions, etc.)
I encouraged people to use English.
I felt comfortable and accepted in my group.
I asked for explanations when I didn’t understand.
I explained things to someone else who didn’t understand.
I learned new things by participating in this group activity.
I enjoy working in small groups on activities like this.

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